Atwood 


Extra-Curriciila  Activities 
and  Academic  Freedom 


THELffiRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


publications 
Clark  University   Library 

"WORCESTER,    MASS. 

Vol.  6  MARCH,  1922  No.  5 


EXTRA -CURRICULA  ACTIVITIES 

AND 

ACADEMIC  FREEDOM 

By  WALLACE  W.  ATWOOD 

President  of  Clark  University 


«^ 


(Elarfe  Intwraitc  ILtbrarg 

WORCESTER,  MASS. 


Educatioxi 
libxuy 

LB 


RESOLUTIONS  BY  THE  FACULTY. 

"ACADEMIC  FREEDOM  AND  REGULATION  OF  EXTRA- 
CURRICULA  ACTIVITIES  OF  STUDENT  ORGANIZATIONS 
AT  CLARK  UNIVERSITY." 

The  Faculty  of  Clark  University  prepared  the  following 
statement  regarding  academic  freedom  in  the  University,  and 
the  regulation  of  certain  extra-curricula  activities  of  student 
organizations.  This  statement  was  unanimously  adopted  by 
the  Faculty,  approved  by  the  President  in  representing  the 
Administration,  and  approved  also  by  the  duly  authorized 
representatives  of  the  Graduate  and  Undergraduate  Students  of 
the  University.  It  is  their  desire  that  this  statement  receive  as 
wide  publicity  as  possible. 

1.  The  Faculty  believes  that  the  academic  freedom  of  no 
member  of  the  Clark  Faculty  has  ever  been  trespassed 
upon  and  anticipitates  no  danger  of  any  such  trespass. 

2.  As  concerns  the  conduct  of  classes  and  the  invitation  of 
speakers  before  classes  and  seminars,  the  responsibility 
should  rest,  as  it  always  has,  with  the  instructor  con- 
cerned. 

3.  As  concerns  public  meetings  under  University  auspices 
(by  which  in  this  instance  is  understood  any  gathering 
under  student  management  open  to  persons  not  reg- 
ularly enrolled  as  members  of  the  institution)  which 
must,  in  the  nature  of  the  case,  carry  a  certain  degree 
of  University  sanction,  the  Faculty  is  of  the  opinion 
that  speakers  should  be  introduced  only  with  the  of- 


cial  approval  of  a  standing  committee  of  the  Faculty 
under  the  chairmanship  of  the  President. 

4.  As  concerns  meetings  of  student  organizations  that  are 
open  to  members  of  the  institution  in  general,  the 
Faculty  is  of  the  opinion  that  speakers  from  outside 
the  institution  should  he  invited  only  with  the  ap- 
proval of  a  joint  board  in  which  students  and  Faculty 
are  equally  represented. 

5.  As  concerns  meetings  of  student  organizations  open  only 
to  their  own  regular  membership,  the  Faculty  re- 
commends that  the  responsibility  for  the  speakers  in- 
vited and  the  conduct  of  the  organization  in  general  be 
placed  upon  the  members  of  that  organization,  luider 
the  advice  of  a  member  of  the  Faculty  elected  by  the 
organization. 

STATEMENT  BY  PRESIDENT  ATWOOD: 

Much  of  the  material  which  has  been  distributed  relative 
to  the  Scott  Nearing  incident  at  Clark  University,  including 
some  that  has  gone  out  from  members  of  this  university,  includes 
many  absolutely  false  statements  and  misrepresentations  of  the 
actual  conditions  here  at  the  institution. 

There  has  been  absolutely  no  infringement  upon  freedom 
of  speech,  or  freedom  of  discussion,  or  academic  freedom  for 
any  member  of  this  institution.  The  question  at  issue  was  to 
what  extent  the  faculty  and  officers  of  administration  should 
be  responsible  for  the  invitations  extended  to  persons  not 
members  of  the  university  to  speak  here  at  Clark.  The  above 
statement  from  the  faculty  of  the  university  disposes  of  that 
question. 


EXTRA-CURRICULA    ACTIVITIES 

AND 

ACADEMIC  FREEDOM* 

By  President  WALLACE  W.  ATWOOD 

The  address  which  I  have  planned  to  make  at  this  time 
is  directed  to  the  undergraduate  men  of  Clark  University. 

First,  I  wish  to  make  a  statement  of  the  facts  as  to  what 
I  actually  did  in  connection  with  the  recent  unforunate 
affair  in  our  college  life.  When  I  first  heard  who  was 
coming  to  the  university,  the  arrangements  were  all  made. 
I  expressed  to  the  President  of  the  Liberal  Club  in  no 
uncertain  terms  my  disapproval  of  the  committee's  se- 
lection of  a  speaker,  but  I  did  not  insist  that  the  meeting 
be  called  off. 

I  closed  the  meeting  because  I  was  unwilling  to  have 
the  university  in  any  way,  directly  or  indirectly,  actually 
or  apparently,  responsible  for  our  students'  listening  any 
longer  to  the  sentiments  which  were  being  expressed  by 
the  speaker.  The  point  at  issue  is  not  alone  one  of  my 
disapproval  of  his  malignment  of  the  moral  integrity  of 
the  American  people.     I  take  the  position  that  not  only 


*An  address  delivered  at  Clark  University  a  few  days  after  the  President 
closed  a  meeting  of  the  Liberal  Club  at  which  Mr.  Scott  Nearing  was 
speaking. 


EXTRA-CURRICULA  ACTIVITIES 

the  sentiments  he  was  expressing,  but  the  unscientific 
method  of  presentation,  and  the  intemperate  manner  in 
which  he  was  conducting  that  address,  made  it  inappro- 
priate for  a  university  hall.  Even  if  his  beliefs  and  theories 
are  right  and  those  of  all  others  who  differ  from  him  are 
wrong,  I  know  that  I  should  have  closed  that  meeting. 
I  do  not  regret  that  I  have  shown  in  a  positive  way  that 
I  disapprove  of  such  influences  within  the  halls  of  a 
university. 

Gentlemen,  I  believe  in  the  freedom  of  speech.  An 
open  forum  where  all  kinds  of  ideas  may  be  aired,  may 
serve  a  very  useful  purpose  in  our  society,  but  I  am 
certain  in  my  own  mind  that  a  university  should  not  be 
conducted  on  that  basis.  When  you  are  admitted  as 
students  to  this  university,  you  are  not  by  that  act  given 
the  right  or  privilege  of  calling  to  the  halls  of  the  uni- 
versity any  whom  you  may  select  to  assist  us  in  our  edu- 
cational work.  Remember  that  the  education  which  you 
obtain  while  you  are  here  at  this  institution  is  not  limited 
to  the  classroom  instruction.  I  have  taken  the  position 
with  you  many  times,  in  the  spirit  of  good  fellowship, 
that  we  wanted  to  built  up  here  a  strong  interest  in  our 
extra-curricula  activities.  I  have  taken  the  stand  with 
you  many  times  that  I  believe  such  activities  may  have  a 
strong  and  wholesome  educational  influence. 

Your  work  together  as  fellow-students  on  projects  in 
which  you  are  thoroughly  interested,  projects  for  which 

4 


AND  ACADEMIC  FREEDOM 

you  work  without  any  pressure  from  the  facultv*  ^re 
usually  very  well  worth  while.  Such  activities  in  co-oper- 
ation with  sound  instructional  work,  should  lead  you  in 
time  to  have  a  great  love  for  the  university  or  college'-' 
where  you  received  your  education.  All  that  comes  into 
your  lives  while  you  are  here  has  an  educational  influence  *" 
upon  you.  Education  is  almost  a  mysterious  process. 
Most  significant  lessons  may  come  in  some  fraternity- 
home  conversation,  or  on  the  athletic  field,  or  when  you 
work  together  to  produce  just  as  good  a  dramatic  per- 
formance as  you  can.  It  may  be  that  you  learn  the  most 
important  principles  which  are  to  guide  you  in  life,  in 
the  gymnasium,  in  your  Debating  Society,  or  when  some 
issue  comes  up  in  a  student  organization. 

The  faculty  of  this  institution  and,  as  far  as  I  know,  of 
all  other  similar  educational  institutions,  retains  a  form 
of  control  over  the  so-called  extra-curricula  activities.  It 
was  but  a  few  weeks  ago  that  a  group  of  you  came  in  and 
asked  my  permission  to  secure  an  additional  coach  for 
basketball.  The  plans  for  the  Debating  Society  are  sub- 
mitted for  approval  to  the  officers  of  the  institution.  So 
also  I  am  kept  informed  as  to  all  social  events  and  the 
public  appearances  of  the  Dramatic  Club. 

I  consider  the  activities  of  the  so-called  Liberal  Clubs 
in  American  Colleges  to  be  extra-curricula  activities.  As 
yet  we  have  made  no  special  provision  here  at  Clark  for 
overseeing  or  in  any  way  directing  these  particular  ac- 

5 


EXTRA-CURRICULA  ACTIVITIES 

tivities  and  therefore,  until  some  other  provision  is  made, 
I  shall  feel  the  responsibility  of  deciding  what  speakers 
you  may  invite  to  the  university  to  address  you  in  our 
lialls,  and  what  public  meetings  you  may  hold  within  the 
Ijalls  of  this  university.  For  this  reason,  I  have  stated 
that  your  plans  for  future  meetings  of  clubs  which  bear 
the  name  of  Clark  University,  at  which  speakers  who  are 
not  members  of  the  university  are  to  address  you,  must 
have  my  approval.  I  consider  this  to  be  my  very  serious 
responsibility  and  in  carrying  out  that  responsibility  I 
shall  be  guided  by  the  very  best  motives  for  your  good, 
and  the  desire  that  the  university  may  retain  the  respect 
and  confidence  of  the  American  people. 

As  far  as  the  incident  of  last  Tuesday  evening  is  con- 
cerned, I  might  close  my  remarks  at  this  point  but  since 
you  have  invited  me  to  state  my  views  on  the  question  of 
academic  freedom  within  a  university,  I  shall  continue. 

I  believe  in  absolute  academic  freedom  within  the  uni- 
versity, but  the  problem  is  to  define  that  term.  I  think 
it  is  our  duty  and  I  think  it  is  wholesome  that  we  endeavor 
to  determine  what  we  think  it  means.  I  will  tell  you  what 
academic  freedom  means  to  me. 

Among  those  who,  in  my  judgment,  are  true  scientists, 
there  is  a  very  devout  determination  to  discriminate  clear- 
ly in  their  own  thinking,  and  especially  in  their  instruc- 
tion, between  truth  and  theory  or  opinion.  They  often 
take  excrutiating  pains  to  make  it  clear  how  far  their 

6 


AND  ACADEMIC  FREEDOM 

knowledge  goes  and  when  theory  begins.  They  do  not 
hesitate  to  advance  theories,  and  I  think  they  would  agree 
with  me  that  we  need  theories  to  guide  us  in  further  in- 
vestigations. They  believe  that  the  presentation  of  material 
in  the  classroom  or  laboratory  must  be  made  without  bias, 
so  that  the  man  who  comes  under  their  direction  may  be 
trained  up  to  greater  mental  power,  to  a  strength  which 
will  make  it  possible  for  him  to  discriminate  as  he  meets 
the  problems  in  this  world,  between  that  which  is  estab- 
lished fact  and  that  which  is  theory  or  opinion,  between 
that  which  is  good  and  that  which  is  harmful,  between 
that  which  is  honorable  and  that  which  is  dishonorable. 
Such  questions  must  be  faced  by  all  people,  and  the 
power  of  clear  analysis,  the  capacity  and  habit  of  re- 
serving judgment  until  sufficient  facts  are  available,  will' 
come  through  the  use  of  the  true  scientific  spirit  in  educa- 
tion. Where  that  spirit  dominates  in  research  and  in 
education,  the  question  of  academic  freedom  disappears. 

I  will  quote  from  the  Bulletin  of  the  American  Asso- 
ciation of  University  Professors  for  December,  1915,  from 
statements  of  the  Committee  of  that  Association  appointed 
to  consider  and  report  on  academic  freedom  and  academic 
tenure : 

"Since  there  are  no  rights  without  corresponding  duties, 
the  considerations  heretofore  set  down  with  respect  to  the 
freedom  of  the  academic  teacher  entail  certain  correlative 
obligations.     The  claim  to  freedom  of  teaching  is  made 

7 


EXTRA-CURRICULA  ACTIVITIES 

in  the  interest  of  the  integrity,  and  of  the  progress  of 
scientific  inquiry;  it  is,  therefore,  only  those  who  carry  on 
their  work  in  the  temper  of  the  scientific  inquirer  who 
may  justly  assert  this  claim.  The  liberty  of  the  scholar 
within  the  university — to  set  forth  his  conclusions,  be  they 
what  they  may,  is  conditioned  by  their  being  conclusions 
gained  by  a  scholar's  method  and  held  in  a  scholar's  spirit ; 
that  is  to  say,  they  must  be  the  fruits  of  competent  and 
patient  and  sincere  inquiry,  and  they  should  be  set  forth 
with  dignity,  courtesy,  and  temperateness  of  language.  The 
university  teacher,  in  giving  instruction  upon  controver- 
sial matters,  while  he  is  under  no  obligation  to  hide  his 
v^^  oym  opinion  under  a  mountain  of  equivocal  verbiage, 
shoidd,  if  he  is  fit  for  his  position,  be  a  person  of  fair  and 
judicial  mind;  he  should,  in  dealing  with  such  subjects, 
set  forth  justly,  without  suppression  or  innuendo,  the 
divergent  opinions  of  other  investigators;  he  should  cause 
his  students  to  become  familiar  with  the  best  published 
expressions  of  the  great  historic  types  of  doctrine  upon  the 
questions  at  issue ;  and  he  should,  above  all,  remember  that 
his  business  is  not  to  provide  his  students  with  ready- 
made  conclusions,  but  to  train  them  to  think  for  them- 
selves, and  to  provide  them  access  to  those  materials  which 
they  need  if  they  are  to  think  intelligently. 

"There  is  one  case  in  which  the  academic  teacher  is 
under  an  obligation  to  observe  certain  special  restraints — 
namely,  the  instruction  of  inunature  students.     In  many 

8 


AND  ACADEMIC  FREEDOM 

of  our  American  colleges,  and  especially  in  the  first  two 
years  of  the  course,  the  student's  character  is  not  yet 
fully  formed,  his  mind  is  still  relatively  inmiature.  In 
these  circumstances  it  may  reasonably  be  expected  that 
the  instructor  will  present  scientific  truth  with  discretion, 
that  he  will  introduce  the  student  to  new  conceptions 
gradually,  with  some  consideration  for  the  student's  pre- 
conceptions and  traditions,  and  with  due  regard  to  char- 
acter-building. The  teacher  ought  also  to  be  especially  on. 
his  guard  against  taking  unfair  advantage  of  the  student's 
immaturity  by  indoctrinating  him  with  the  teacher's  own 
opinions  before  the  student  has  had  an  opportunity  fairly 
to  examine  other  opinions  upon  the  matters  in  question, 
and  before  he  has  sufficient  knowledge  and  ripeness  of 
judgement  to  be  entitled  to  form  any  definitive  opinion  of 
his  own " 

"In  their  extra-mural  utterances,  it  is  obvious  that 
academic  teachers  are  under  a  peculiar  obligation  to  avoid 
hasty  or  unverified  or  exaggerated  statements,  and  to  re- 
frain from  intemperate  or  sensational  modes  of  expres- 
sion  " 

"It  is,  it  will  be  seen,  in  no  sense  the  contention  of  this 
conunittee  that  academic  freedom  implies  that  individual 
teachers  should  be  exempt  from  all  restraints  as  to  the 
matter  or  manner  of  their  utterances,  either  within  or 
without  the  university.  Such  restraints  as  are  necessary 
should,  in  the  main,  your  committee  holds,  be  self-im- 

9 


EXTRA-CURRICULA  ACTIVITIES 

posed,  or  enforced  by  the  public  opinion  of  the  profession. 
But  there  may,  undoubtedly,  arise  occasional  cases  in 
which  the  aberrations  of  individuals  may  require  to  be 
checked  by  definite  disciplinary  action " 

May  I  now  quote  to  you  from  a  statement  made  by 
President  Lowell  on  academic  freedom,  which  will  give 
to  you  the  point  of  view  of  a  university  administrator.* 

"Experience  has  proved,  and  probably  no  one  would 
deny,  that  knowledge  can  advance,  or  at  least  can  advance 
most  rapidly,  only  by  means  of  an  unfettered  search  for 
truth  on  the  part  of  those  who  devote  their  lives  to  seeking 
it  in  their  respective  fields,  and  by  complete  freedom  in 
imparting  to  their  pupils  the  truth  that  they  have  found. 


"The  teaching  by  the  professor  in  his  classroom  on  the 
subjects  within  the  scope  of  his  chair  ought  to  be  abso- 
lutely free.  He  must  teach  the  truth  as  he  has  found  it 
and  sees  it.  This  is  the  primary  condition  of  academic 
freedom,  and  any  violation  of  it  endangers  intellectual 
progress " 

"The  university  or  college  is  under  certain  obligations 
to  its  students.  It  compels  them  to  attend  courses  of  in- 
struction, and  on  their  side  they  have  a  right  not  to  be 
compelled  to  listen  to  remarks  offensive  or  injurious  to 
them  on  subjects  of  which  the  instructor  is  not  a  master, — 


*  Bulletin  of  the  American  Association  of  University  Professors,  Vol.  4. 

10 


AND  ACADEMIC  FREEDOM 

a  right  which  the  teacher  is  bound  to  respect.  A  professor 
of  Greek,  for  example,  is  not  at  liberty  to  harangue  his 
pupils  on  the  futility  and  harmfulness  of  vaccination;  a 
professor  of  economics,  on  Bacon's  authorship  of  Shakes- 
peare; or  a  professor  of  bacteriology,  on  the  tenets  of 
the  Catholic  Church.  Everyone  will  admit  this  when 
stated  in  such  extreme  forms;  and  the  reason  is  that 
the  professor  speaks  to  his  class  as  a  professor,  not  as  a 
citizen.  He  speaks  from  his  chair  and  must  speak  from 
that  alone.  The  diflBculty  lies  in  drawing  the  line  between 
that  which  does  and  does  not  fall  properly  within  the 
professor's  subject;  and  where  the  line  ought  to  be  drawn 
the  professor  can  hardly  claim  an  arbitrary  power  to 
judge,  since  the  question  affects  the  rights  both  of  himself 
and  his  students " 

To  those  statements  I  most  heartily  subscribe,  and  I 
commend  to  you  the  reading  of  these  reports. 

However,  there  are  many  in  the  so-called  learned  pro- 
fessions who  cannot  distinguish  between  established  facts 
and  theories  or  opinions.  In  my  teaching  experience  I 
have  come  in  contact  with  individuals  who,  though  ap- 
parently willing,  could  not  reason.  The  great  force  and 
power  of  the  scientific  method  did  not  affect  their  minds. 
There  are  those  who  class  themselves  as  geologists,  who 
would  gladly  come  to  this  university  and  tell  you  the 
date  when  this  world  is  coming  to  an  end.  They  have 
predicted  that  interesting  catastrophe  many,  many  times 

11 


EXTRA-CURRICULA  ACTIVITIES 

and  they  will  probably  continue  to  make  their  guesses 
and  assert  them  to  be  facts.  There  are  those  who  would 
teach  you  that  the  petroleum  in  the  rocks  of  the  earth 
is  the  living,  vital  blood  of  this  great  earth  which  is  a 
veritable  organism,  and  that  to  take  that  blood  from  the 
.arteries  of  this  organism  will  bring  but  one  result  and 
that  is  death  and  destruction  to  all  living  beings.  There 
are  people  who  would  teach  you  that  the  volcanic  actions 
are  but  the  expression  of  the  rage  of  a  supernatural  power, 
a  deity.  There  are  some  who  still  teach  the  doctrine  that 
we  are  on  the  inside  of  the  earth, — a  most  fascinating 
theory.  There  are  those  who  explain  the  glacial  period 
by  saying  that  the  outer  portion  of  the  earth  is  slipping 
on  the  inner  portion  so  that  the  United  States  could,  in 
moving  some  Spring  day  to  the  Arctic  regions,  have  another 
glacial  period.  The  unfortunate  thing  is  that,  while  such 
a  migration  of  a  continent  would  bring  on  a  glacial  period, 
there  are  absolutely  no  facts  to  justify  such  a  theory.  I 
recognize  in  my  own  field  of  study,  in  my  own  profession, 
that  there  are  fakers  and  that  there  are  jugglers.  I  also 
know  that  there  are  those  who  are  perfectly  sincere  in 
their  beliefs  but  misinformed  as  to  the  true  facts.  I  there- 
fore feel  that  it  is  my  duty  in  the  conduct  of  my  own 
department  not  to  permit  them  to  come  here  and  give 
instruction  to  you  in  this  field.  If  I  did  allow  such  in- 
struction, I  should  exceed  my  rights  and  fail  to  meet  the 
jresponsibilities  that  accompany  academic  freedom. 

Let  us  turn  directly  to  the  medical  profession.    Society 

12 


AND  ACADEMIC  FREEDOM 

grants  full  freedom  for  research  in  that  field  and  most 
generously  encourages  that  research.  Wealthy  people 
and  others  from  all  stations  in  society  help  to  raise  great 
endowments  for  such  research. 

There  is  no  question  but  that  society  grants  absolute 
academic  freedom  to  the  members  of  that  profession.  That 
freedom,  however,  is  not  interpreted  by  them  to  mean 
permission  to  try  out  any  and  all  theories  resulting  from 
their  special  research  upon  the  patients  in  their  clinics 
and  hospitals,  who  are  entrusted  to  their  care.  A  question 
of  life  or  death  may  be  involved,  and  a  major  operation 
seems  imperative  Unless  a  great  emergency  exists,  the 
surgeon  seeks  authority  from  the  patient,  the  parents  of 
the  patient  or  from  some  other  responsible  party  before 
the  operation  is  performed.  He  will  certainly  if  requested, 
state  clearly  his  reasons  for  advising  the  operation.  In 
doing  that  he  will  distinguish  clearly  what  the  facts  are, 
where  they  end,  and  where  his  theories  begin.  He  will  even 
make  an  estimate  of  the  chances  of  success  or  failure.  It 
is  the  rule  for  members  of  that  profession  to  distinguish 
sharply  and  clearly  between  their  search  for  truth  and  the 
practice  of  their  profession. 

I  recognize  that  in  the  fields  of  social  science,  economics, 
government  and  religion  there  is  more  difficulty  than  in 
the  field  of  natural  sciences  in  establishing  clear-cut  defi- 
nitions. In  all  these  special  fields  most  laymen,  certainly 
all  parents,  are  vitally  interested.  When  sons  and  daughters 

13 


EXTRA-CURiaCULA  ACTIVITIES 

are  entrusted  to  a  university  and  fall  by  chance  into 
*'clinics"  of  a  sociologist,  an  economist,  a  professor  of 
government  or  religion,  parents  take  a  very  personal  in- 
terest in  the  conduct  of  such  courses,  and  it  must  often 
happen  that  their  insight  into  the  problems  discussed 
cannot  be  matched  within  university  walls.  In  this  uni- 
versity we  have  not  as  yet  engaged  any  one  to  instruct  you 
as  an  authority  on  matters  pertaining  to  religion. 

When  all  professional  experts  in  the  social  sciences  rec- 
ognize their  responsibility  to   the   community   and   give 
adequate  assurance  that  scientific  methods  are  followed 
/''in  the  practice  of  their  profession,  the  problem  of  aca- 
demic freedom  in  these  fields  will  disappear. 

The  presentation  of  the  two  sides  of  a  question,  es- 
pecially on  questions  affecting  the  social  welfare  of  the 
community  outside  the  immediate  university  circle,  should 
be  made  without  passion,  without  any  intention  of  further- 
ing misunderstanding,  or  of  arousing  antagonism  or  hatred 
in  the  minds  of  one  group  of  people  against  any  other 
group.  The  careful  discrimination  of  the  scholar  and 
of  the  true  teacher,  who  uses  the  scientific  method  of 
presentation,  and  who  has  the  best  welfare  of  the  next 
generation  at  heart,  will,  while  presenting  the  truth  as  he 
sees  it,  develop  in  the  student  a  power  of  discrimination 
between  that  which  is  or  is  not  an  obvious  detriment  to 
public  morals  or  the  conduct  of  orderly  government.  He 
will  never  lead  students  to  disrespect  sincere  religious 
beliefs. 

14 


AND  ACADEMIC  FREEDOM 

We  who  wish  academic  freedom  must  always  remember 
that  we  are  members  of  a  public  service  institution,  granted 
special  privileges  because  we  have  agreed  to  furnish 
special  services  for  the  good  of  society.  While  we  ap- 
preciate and  respect  the  members  of  the  medical  pro- 
fession for  the  care  they  exercise  in  considering  the  physi- 
cal welfare  of  individuals  we  must  recognize  as  educators 
that  we  have  entrusted  to  our  care  the  minds  and  char- 
acters of  the  young  people  of  this  country.  These  young 
people  are  the  dearest  members  of  the  home,  and  in  them 
lies  the  hope  of  this  nation.  Our  problem  is  to  develop 
in  them  that  strength  of  character  and  soundness  bf 
judgement  which  will  assure  the  permanency  of  all  that 
is  good  in  our  social,  religious  and  governmental  insti- 
tutions, and  we  may  hope  that  through  them  that  which 
is  not  good  may  be  properly  corrected. 

Gentlemen,  the  words  Academic  Freedom  to  me  simply 
spell  Responsibility. 


1.S 

165531 


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